An Introduction to Teaching Music to Children with Special Needs Ryan Hourigan Ph. D. Ball State...
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Transcript of An Introduction to Teaching Music to Children with Special Needs Ryan Hourigan Ph. D. Ball State...
An Introduction to Teaching Music to Children with Special
Needs
Ryan Hourigan Ph. D.
Ball State University
The Prism Project
Landscape of Special Education
1960’s Civil Rights Movement Desegregation Equal rights for all people
Pre 1970’s Invisible People
Institutions/no education
(Adamek & Darrow, 2005)
PL 94-142 or IDEA
• Six Basic Principles• FAPE (Free and Appropriate Education)• Nondiscriminatory evaluations• LRE (Least Restrictive Environment)• IEP• Parents have rights• Due Process
• Amended several times since (86,90,97,&04)
Inclusion/Mainstreaming
Why????? (From Class)
Inclusion “Meaningful participation of students with special needs in
general education classrooms”
Mainstreaming (older term) The inclusion of students with special needs into general
education for a portion of the school day(Lewis & Doorlag, p. 424)
Where do I begin?
“The Team” Participate in the
process
Seek out the document (IEP)
Adaptation of Instruction
Assessing your student Finding a baseline Setting appropriate goals
Also see IEP Other assessments in other areas
Are they at grade level?
Label-free approach
Communication
Cognition
Behavior
Sensory
Physical
Communication and Children with special needs
Communication
• Areas of concern:
• Receptive Language
• Expressive Language
• Cognitive Functioning
Receptive Language
• Receive, process, and decode information.
Receptive Language
Expressive Language
Expressive Language
•Ability to use symbols of language to express thoughts (Lewis & Doorlag, 2006)
Cognition
Receive Information
Understand and Process Information
Commit to Long Term Memory
Express Understanding
Other challenges
• Joint Attention
• Eye Gaze
• Echolalia
Adaptations: communicationAdaptations for Children with Special Needs: Communication
Adaptations for Educators
• Clear Instructions
• Longer Processing
Time
• Multiple Modes
• Communication Journal
• Technology
Adaptations for Educators
• Varied Responses
• Icons for Expression
• Watch for other signs of understanding
• Peer Support
Expressive LanguagePECS (Boardmaker)
Prism Stomp!
Reflective Question (with a partner)
How could you improve the learning environment for students with special needs in the area of communication?
Be prepared to share one example.
Cognitive Challenges and Children with special needs
Cognition
The ability of a student to receive, process, and commit information to memory
(Davis, Gfeller, and Thaut, 1999)
Cognitive Domain
Other Cognitive Challenges
• Weak Central Coherence
• Local rather than the global aspects
• “Drill down” on a topic
Theory of Mind
• Predicting Actions
• Figures of Speech
• Tone of Voice
• Facial Expression
Executive Function
• Multi-step Directions
• Processing Delays
• Remembering
• Motor Planning
Adaptations: Cognition
Adaptations for Educators• Self-assess your delivery of material
•Are there interruptions in the cognitive process?
•How is your pace?
•Affective Domain/Theory of Mind
BehaviorBehavioral and Emotional Challenges for Students with Special Needs
Behaviors/Meltdowns/Outbursts
• Typical causes:
• Communication
• Anxiety
• Attention Seeking
• Disruption in Routine
• Regulating Emotions
Reflecting on an Incident (Questions to ask yourself)
• Is there an antecedent?
• Is the behavior due to impulse control or
attention ?
• Routine change?
• Is the behavior interrupting learning?
Adaptations for Children with ASD: Behavior Positive Reinforcement
Personal Behavior Checklist
Found my folder/book
✔
Sat in my seat ✔
Followed Directions
✖
Kept my hands to myself
✔
Inside Voice X
Participated in music
✔
Lined up at the end of class
✔
5 Days of no “x”s = ???
4 Days of no “x”s = ???
Etc.
Positive Individualized Behavior Plan
Level 4 Level 3 Level 2 Level 1
Can have choice time with drums, computer, or music books
Can have choice time with drums or music books
Can have choice time with music books
No choice time
Move up:•Raising your hand before asking a question or making a comment•Following directions
Move down:•Talking back•Disrupting class (not allowing teacher to teach and other students to learn)
Physical DomainSensory and Physical Challenges for Students with Special Needs
Areas of Sensory Concern
• Tactile Sensitivity
• Visual Sensitivity
• Aural Sensitivity
OTHER SENSORY ISSUES you may not have thought of…
• Vestibular • Balance and Movement
• Proprioceptive • Body Position
Sensory Integration Disorder
• Often occurs in many persons with autism
• Sensory Input• Hyper/hypo
• Contributes to the issues previously mentioned (e.g., behavior)
Gross Motor vs. Fine Motor
• May affect things like instrument choice
• Movement activities
Instructional Environment
• Clear Routine
• Consistent Expectations
• Anxiety
• Impulsivity
• Positive Reinforcement
Challenges to Consider
Issues with InclusionPersons with disabilities are more likely to be behind in social development
Persons with disabilities are more likely to face social isolation
Persons with special needs encounter failure more often
(Lewis & Doorlag, 2005)
More issues to consider:The Family
Stress
Siblings
Difficulty engaging the community
Attitudes Previous Special Education System
Isolate and remove
Teachers and Adults From the old way Inform children
Information can change attitudes
Socialization of Children with ASD
Socialization Challenges for People with Autism
• Theory of Mind (revisited)
• Joint Attention (revisited)
• Affective Development
• Peer Relationships
Reflective Question (with a partner)
How could you improve the social environment for students with special needs (in your future classroom)? Be prepared to share one example.
The Prism Project: Hip-Hop Experience
Questions• Contact information:
• Ryan Hourigan, Ph. D. ([email protected])• The Prism Project www.prismprojectbsu.org
Encore….?